Crip (Non)Pedagogies: Complementing and Mutating Anti-Oppressive Pedagogies

This article aims to navigate the nuanced realm of cripped (non)pedagogies and their potential to reconceptualize/de-conceptualize traditional educational concepts, as well as ethics, politics, and knowledge. By engaging with the tensions and the contextual rebellions of anti-oppressive pedagogies – contrasted against the more radical backdrop of crip theory qua anti-normativity (an immanence of immanence) – cripped (non)pedagogies not only disrupt conventional educational paradigms but also animate mutable, multiplicitous, and nonsensical conceptions/non-conceptions of thought/dis-thought and existence/dis-existence that continuously transgress normative educational boundaries. Throughout the article, I will assert that cripped (non)pedagogies embody a refusal to adhere to pedagogical norms, offering a space/un-space/non-space where educations/miseducations/anti-educations are not confined by normative regimes but are fluid, multivalent, imaginative/de-imaginative/re-imaginative, and aberrant/cripped. The final part of this exploration draws from seminal works in critical pedagogy to enhance our understanding/dis-understanding of how cripped (non)pedagogies align with, yet diverge from, conventional critical teaching methods.